Blog

We are pleased to announce that Dr. Faiza A. Hassan has been selected as the new INEE Director! Dr. Hassan will officially start in this role in January 2025.

We are delighted to share the Early Childhood Development in Emergencies Programming Guidance Note and Resources Library! These resources support local-level implementers, service providers, and humanitarian workers in planning, designing, implementing, and evaluating quality, multi-sectoral, inclusive ECDiE interventions.

In line with this year’s World Mental Health Day theme, INEE is reflecting on how we can prioritize and support the wellbeing and mental health of EiE practitioners.

In Sudan's crisis, UNICEF's Safe Learning Spaces, or "Makanna," provides sanctuary for children, offering education, mental health support, and essential services. These spaces prioritize safety, stability, and emotional healing, allowing children to learn and recover from traumatic experiences. Through initiatives like e-Makanna, children like Yumma find hope and resilience, highlighting education's crucial role even amidst conflict.

If you have ever worked on a girls’ education programme, there is undoubtedly one question that you will have heard – be it from Ministry of Education (MoE) actors, teachers, parents, students, researchers, donors, even your own colleagues – which is, ‘what about the boys?’ The aim of this blog is not to bemoan this question, nor the debate and impasse that often results. Rather, I aim to reflect on the process and assumptions that often lead to this impasse.

In February 2024, INEE formally joined the Education Research in Conflict and Protracted Crisis (ERICC) programme as the lead on strengthening evidence dissemination and uptake for ERICC and the wider ecosystem. This blog reintroduces the vision and foundations of the ERICC programme and reflects on INEE’s new role within the partnership.

INEE is launching Collective Impact through Collective Action: INEE Strategic Framework 2024-2030, a new strategic framework by members, for members. As the product of an extensive, member-centric review and co-creation process, it articulates both what INEE members will achieve by 2030 and how they will do so collectively.

The horrendous impact of some residential schools, especially for indigenous children, are well-documented and well known. What is less well-understood, however, is that the legacy of this kind of residential education continues today around the world. This blog presents recent research on the ongoing use and harms of residential education worldwide. 

This blog summarizes the INEE Thematic Meet-up held in Guasca, Cundinamarca, Colombia, which included a workshop with girls and adolescents undergoing rights restoration. It explores their perspectives on the challenges and opportunities for accessing quality education in Colombia.

In recent years, UNICEF and NRC have worked together to provide children and teachers with mental health and psychosocial support. This collaboration seeks to expand and enhance the impact of the Better Learning Programme, reaching more children, youth and educators affected by crisis.